01 national-curriculum-guidelines-efl-agosto-2014

NATIONAL CURRICULUM
GUIDELINES

ENGLISH AS A FOREIGN LANGUAGE
EIGHTH–NINTH–TENTH YEAR
EDUCACIÓN GENERAL BÁSICA
FIRST–SECOND–THIRD YEAR
BACHILLERATO

PRESIDENTE DE LA REPÚBLICA
Rafael Correa Delgado
MINISTRO DE EDUCACIÓN
Augusto X. Espinosa A.
Viceministro de Educación
Freddy Peñafiel Larrea
Viceministro de Gestión Educativa
Jaime Roca Gutiérrez
Subsecretaria de Fundamentos Educativos
Tannya Lozada Montero
Autoras del documento
Jenny Villalba Zambrano
Irene Rosero Saavedra
Revisión y actualización pedagógica
Dirección Nacional de Currículo
Diseño y diagramación
Álex Yánez Jácome
José Antonio Valencia Pérez
© Ministerio de Educación del Ecuador (MinEduc)
Av. Amazonas N34-451 y Atahualpa
Quito, Ecuador
Publicación digital: Septiembre del 2012
Actualizado en agosto 2014
www.educacion.gob.ec
La reproducción parcial o total de este documento, en cualquier
forma o a través de cualquier medio electrónico o mecánico, no
autorizado por el MinEduc, viola los derechos reservados.
Se permite reproducir el material de esta publicación con la
condición de citar la fuente.
DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA
MATERIAL PARA USO EXCLUSIVO DE LOS DOCENTES
DE INGLÉS DE LAS INSTITUCIONES FISCALES,
FISCOMISIONALES Y MUNICIPALES DEL PAÍS.

CURRICULUM GUIDELINES
4
CONTENTS
1. Introduction 5
1.1 Approach characteristics 5
1.2 What is the CEFR? 6
1.3 CEFR Common Reference Levels 6
1.4 CEFR Reference Levels in the Ecuadorian Educational System 7
2. Curriculum Overall Objectives 9
2.1 Student’s Exit Profile (Level B1) 9
2.2 Student’s Exit Profile Level A1 10
2.2.1 Specific objectives per school year (8th
& 9th
EGB) 11
2.2.2 Essential assessment indicators per school year 14
2.3 Student’s Exit profile Level A2 16
2.3.1 Specific objectives per school year (10th
EGB & 1st
Bachillerato) 17
2.4 Student’s Exit profile level B1 22
2.4.1 Specific objectives per school year (2nd
& 3rd
year Bachillerato) 22
References 31
Bibliography 31

EGB & BGU 5
1. Introduction
English is unquestionably the world’s lingua franca1
at present. Not only is much of our technological, scientific,
academic, and social information written in English, but also learning and speaking more than one foreign language
is essential in order to interact and communicate in today’s globalized world.
Therefore, current education has the challenge of contributing toward the development of students’ skills (a) to
live together in their local communities, and (b) to take a more proactive role as world citizens.
In order to face such challenge, the Ecuadorian Ministry of Education (MinEduc) acknowledges the following
three key issues:
• The importance of the English language as a tool which equips individuals to understand people and
cultures beyond linguistic and geographic boundaries;
• The need to align the English curriculum to standards like the Common European Framework of Re-
ference: Learning, teaching, assessment (CEFR)—which is internationally recognized and provides a
common basis for the elaboration of language curriculum guidelines and syllabi; and
• That the Communicative Approach is currently the most recognized, accepted norm in the field of lan-
guage teaching and learning worldwide because it comprises a theoretically well-informed set of princi-
ples about the nature of language and of language learning and teaching.
Furthermore, and in agreement with Richards and Rodgers (2001), the MinEduc recognizes that the main
objective of the present English curriculum design is to help students develop their communicative language skills
through the consideration of the following principles:
• Language is a system for the expression and conveyance of meaning.
• The primary function of language is interaction and communication.
• The structure of language reflects its functional and communicative uses.
The primary units of language are not merely its grammatical and structural features, but also categories
of analytic, functional, and communicative meaning as exemplified in discourse (p.71, analytic category is
this project’s).
Therefore, the following English curriculum guidelines are shaped by the CEFR and their underlying philosophy
is the Communicative Language Teaching approach whose syllabus is organized in terms of the different language
“functions2
” the learners need to express or understand to communicate effectively.
1.1 Approach Characteristics
The communicative-functional approach proposed for the English curriculum for eighth, ninth, and tenth
year of Educación General Básica (EGB) and first, second, and third year of Bachillerato, is characterized by
two main features:
1. Focusonreal-worldcontexts:Becausestudentswillultimatelyhavetousethelanguageproductively(through
speaking and writing) and receptively (through listening and reading) outside the classroom, classroom tasks/
activities must equip students with the necessary skills for communication in everyday contexts.
1. Lingua franca: a language that is used for communication between different groups of people, each speaking a different language
(Richards & Schmidt, 2010, p. 340).
2. Functions: The purpose for which an utterance or unit of language is used—e.g. requesting, apologizing, inviting, etc. (Richards &
Schmidt, 2010, p.233). Refer to the Curriculum Specifications document for information on the language functions to be studied
in each level.

6
2. Relationship of language forms (grammar, vocabulary, and pronunciation) and function (use): “Language
techniques are designed to engage learners in the authentic, functional use of language for meaningful
purposes” (Brown, 2007, p.46) supported by knowledge of the language structures.
As a result of the above mentioned approach to English language teaching and learning, it is expected
that Ecuadorian students in the public educational system will be able to achieve meaningful objectives such as
accessing information published in English in different fields (i.e. science, commerce, technology) and accessing
more labor and professional development opportunities either within Ecuador or abroad (Ovesdotter, 2003) as well
as understanding diverse cross-cultural values from other people (i.e. to comprehend different viewpoints about
school, work, religion, life, etc.).
1.2 What is the CEFR?
The CEFR is a planning tool that offers guidance for teachers, examiners, textbook writers, teacher trainers,
and educational administrators. It also plays a paramount role in language and education policy worldwide because
it comprehensively describes (1) what language learners should be able to do at different stages of the learning
process and (2) what knowledge and skills they need to develop to communicate effectively in the target language
(Council of Europe, 2003).
The CEFR basically proposes a scale of six language proficiency levels that goes from A1, for those who are at
a beginning stage, to C2, for those who can use language at high levels of discourse. This simplifies the challenge of
understanding and interpreting levels of progress during the learning process and different language qualifications
and requirements for learners, teachers, and teacher trainers. As a result, the CEFR aids employers and educational
institutions to compare these qualifications easily and how they relate to both locally-tailored as well as international
exams. Finally, and in order to provide a common ground for language learning, the CEFR provides assessment
indicators for each language skill (i.e. listening, speaking, reading, and writing).
1.3 CEFR Common Reference Levels
The six levels proposed by the CEFR have been described as follows:
• A1-A2: basic users of the language;
• B1-B2: independent users of the language; and,
• C1-C2: proficient users of the language.
However, since the goal of these curriculum guidelines is for students to achieve a B1 level of proficiency,
allowing them to communicate effectively as independent users of English3
, a detailed description of only three
levels will be provided to understand what the overall goals at each stage are in the following paragraphs:
• LevelA1:Thisisaccomplishedwhenlanguagelearnersarecapableofunderstandingandusingeveryday
expressions that are used frequently to satisfy immediate needs. At this level, for example, learners are
able to introduce themselves and introduce others and provide personal information about their home
and belongings to people that know them as long as the interlocutor speaks slowly and clearly.
• Level A2: This is accomplished when language learners are capable of understanding frequently used
phrases in areas in which they are knowledgeable, such as basic information about themselves and
their family, shopping, and places of interest. At this level, they are also able to communicate in order
to execute simple tasks and routine activities that do not require much verbal interaction and in which
3. Independent users of English: are defined as users being able to carry on most conversations, who can write comprehensibly,
making clear arguments or explanations. Additionally, they are defined as being able to read grade level texts and discuss them
orally. In other words, they don’t need help to communicate, they aren’t highly competent, but they are adequate to carry on most
functions (suggestion made by Kuhlman in the validation of this document, 2012)

EGB & BGU 7
the information is related to habitual activities. These individuals are also able to express ideas in simple
terms related to their past activities, surroundings, and immediate needs.
• Level B1: This is accomplished when the language learners are capable of understanding the main points
of readings written in clear, familiar, standard language. These readings can be related to work, personal
life, and leisure activities. Additionally at this level, learners are able to (1) communicate effectively4
while
traveling in countries that use the target language, (2) write simple, coherent essays about familiar topics,
personal interest, experiences, events, and desires, and (3) justify their opinions (i.e.by giving simple, brief
reasons) and explain their future plans.
1.4 CEFR Reference Levels in the Ecuadorian Educational System
Because the CEFR establishes cut-off points between levels flexibly, allowing scaling the levels and their
descriptors to “suit local needs”—yet still relating them back to a common system—the three aforementioned
language proficiency levels will be applied in the public educational system gradually through a branching approach
as shown in figure 1 below:
Figure 1. Levels of proficiency and their application per school year
LEVELS OF PROFICIENCY: BRANCHING APPROACH
8th EGB 9th EGB 10th EGB 1st BACH. 2nd BACH. 3rd BACH
Adapted from the Common European Framework of Reference for Languages: Learning, teaching, assessment, by
the Council of Europe, 2003.
As shown in figure 1, each CEFR level (A1, A2, and B1) has been divided into two parts as follows:
4. By negotiating conversations and expressing thoughts on more abstract, cultural topics (i.e. films, books, music, etc.) as well as
explaining differences among cultures.
BASIC USER
A1
A1.1 B1.1A1.2 B1.2A2.1 A2.2
A2 B1
INDEPENDENT USER

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A1.1 or level A1 in progress
which implies that level A1 language competence is being
developed
A1.2 or true level A1
which implies that the language competence of a basic user level
A1 has been achieved
A2.1 or level A2 in progress
which implies that level A2 language competence is being
developed
A2.2 or true level A2
which implies that the language competence of a basic user level
A2 has been achieved
B1.1 or level B1 in progress
which implies that level B1 language competence is being
developed
B1.2 or true level B1
which implies that the language competence of an independent user
level B1 has been achieved
The following four considerations were taken into account for this division: (1) that all school programs
should be based on realistic estimates of how long it takes to learn a second language (Lightbown & Spada,
2011), (2) that the amount of time suggested to reach a true B1 level is 400 hours (i.e. with 60-minute class
periods) of effective classroom instruction (Van Ek & Trim, 1998), (3) that five weekly class periods have
been legally established for English classes for every school year since 1993, and (4) that students in the
Educational public system receive and attend 45-minute class periods. Therefore, this branching approach
will allow students in every school year to be exposed to the target language for a minimum of 120 hours
(real time)5
, and, by the time they complete the B1 level, learners will have been exposed to at least 480
hours of English.
One assumption made for assigning a higher number of hours to complete true levels is that more time
of exposure to English will allow learners to compensate for the lack of ready communicative situations
outside the classroom (Brown, 2007), which is characteristic of contexts such as Ecuador where English is
learned as a foreign language.
Another assumption is that more periods of exposure to the target language will also allow teenagers
to catch up quickly to those students who began learning English at an earlier age in programs offering
only a few hours a week of instruction (Lightbown & Spada, 2011)6
. Furthermore, such application will allow
students to reach the B1 level of proficiency after six years of study. Within this context, overall objectives for
the curriculum as well as specific objectives for the components7
of communicative language competence
and the language skills have been proposed for each school year.
5. This calculation has been made considering the 200 annual hours devoted to the teaching of English, a deduction of 20 hours
for testing, and an additional deduction of 60 hours (due to 40 mostly and not 60-minute class periods), thus giving us the real
teaching time of 120 hours.
6. Up to March, 2014, English was an elective subject from 2nd to 7th year EGB (Acuerdo Ministerial No. 306-11); therefore, some
students must have already been exposed to the target language by the time they started the 8th year EGB because the curricu-
lum adjustment here proposed started in 2012. Since March 2014 and through two new Ministerial Agreements (Acuerdo Ministe-
rial 0041-14 y 0052-14) English will be a compulsory subject for primary school starting in 2016.
7. It is worth mentioning that these components (linguistic, sociolinguistic, and pragmatic) comprise and are activated through the
development of the four language skills (listening, speaking, reading, and writing)—divided in the layout of this document, yet
integrated in practice.

EGB & BGU 9
2. Curriculum Overall Objectives
• To ensure high-school graduates reach a minimum B18
language proficiency level according to the
CEFR, and
• To build up learners’ communicative language competence9
in its linguistic10
, sociolinguistic11
,
and pragmatic12
components through the development of the four language skills: listening, speaking,
reading, and writing.
2.1. Student’s Exit Profile (Level B1)
Regarding the linguistic component of communicative competence, high-school graduates at the B1 level will
be able to:
1. have a sufficient range of language to describe unpredictable situations, explain the main points in an idea or
problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and
films; and
2. have enough language to get by with sufficient vocabulary to express themselves with some hesitation and
circumlocution on topics such as family, hobbies, and interests, work, travel, and current events, but at times
lexical limitations may cause repetition and even difficulty with formulation.
Regarding the sociolinguistic component of communicative competence, high-school graduates at the B1
level will be able to:
1. perform and respond to a wide range of language functions, using their most common exponents13
in a neutral
register14
;
2. be aware of noticeable politeness conventions, and a ct appropriately; and
3. be aware of and look out for signs of the most significant differences between the customs, usages, attitudes,
values, and beliefs prevalent in the community concerned and those of their own.
8. A B1 language proficiency level implies that learners will become independent users of the language who have come across most
of the basic structures and lexis of the language and therefore, have acquired a degree of fluency and comprehension of some
general authentic English.
9. Communicative language competence: “knowledge of not only if something is formally possible in a language, but also whether
it is feasible, appropriate, or done in a particular speech community—i.e. a group of people in a village, region, nation, etc.” (Ri-
chards & Schmidt, 2010, p. 99)
10. Linguistic competence: “includes lexical, phonological, syntactical knowledge and skills and other dimensions of language as a
system” (CEFR, 2003, p.13). For example: vocabulary, pronunciation, and grammar.
11. Sociolinguistic competence: “refers to the sociocultural conditions of language use” (CEFR, 2003, p.13) (i.e. rules of politeness,
norms governing relations between generations, sexes, classes, and social groups).
12. Pragmatic competence: “concerned with the functional use of linguistic resources” (CEFR, 2003, p.13) (i.e. inviting, thanking,
apologizing, etc.).
13. Exponents: language items needed for functions or speech acts such as identifying, describing, inviting, offering, etc. (Richards &
Schmidt, 2010, p.235).
14. Neutral register: Register refers to the formality or informality of the language used in particular situations; formal register is used
in serious or important situations, e.g. on a job application. Informal register, on the other hand, is used in relaxed or friendly
situations, e.g. with family or friends (TKT glossary, 2008, p. 9). Therefore, neutral register refers to language that is neither too
formal nor too informal and is more generally applicable in a variety of situations. For example, “Can you tell me the time, please?”
is more generally applicable than “Would you mind telling me the time, please?” or “What’s the time?”(Howarth, 2006)

10
Regarding the pragmatic component of communicative competence, high-school graduates at the B1 level
will be able to:
1. adapt their expression to deal with less routine, even difficult situations;
2. exploit a wide range of simple language flexibly to express much of what they want;
3. intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
4. initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal interest;
5. relate a straightforward narrative or description as a linear sequence of points fluently and reasonably; and
6. link a series of shorter discrete simple elements into a connected, linear sequence of points.
With regard to the language skills, high-school graduates at the B1 level will be able to:
Listening:
• understand the main points of clear, standard speech on familiar matters regularly encountered in
informal situations at school, work, leisure, etc.; and
• understand the main point of many radio or television programs on topics of personal or professional
interest when the delivery is clear.
Reading:
• understand texts that consist mainly of high-frequency, everyday language; and
• understand the description of events, feelings, and wishes in personal letters.
Speaking:
• deal with most situations likely to arise while travelling in an area where the language is spoken (i.e. basic
social language).;
• enter unprepared into conversation on topics that are familiar, of personal interest, or pertinent to
everyday life;
• connect phrases in a simple way in order to describe experiences and events, dreams, hopes, and
ambitions;
• give brief reasons and explanations for opinions and plans; and
• describe their reactions to the plot of a book or film; and
• narrate a story.
Writing:
• write simple connected text on topics which are familiar or of personal interest; and
• write personal letters describing experiences and impressions.
2.2. Student’s Exit Profile: Level A1
By the end of the 9th year EGB, students will have reached the communicative competence for A1 proficiency
level (basic user) and will be able to:
• understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction
of needs of a concrete type (e.g. basic personal information, greetings, numbers and prices,
directions, habits, etc.);
• introduce themselves and others;

EGB & BGU 11
• ask and answer questions about personal details such as where they live, people they know, and
things they have;
• interact in a simple way provided the other person/people talk(s) slowly and clearly and is/are
prepared to help;
• understand, identify, and produce very simple informational15
, transactional16
, and expository17
texts (e.g. signs, personal letters, short biographies, etc.) that have some detail and show some
variety in sentence structure and a range of vocabulary; and
• be aware of the society and culture of the community or communities in which English is spoken.
2.2.1. Specific objectives per school year (8th & 9th EGB)
To show articulation and progression, the specific objectives for listening and speaking have been
formulated by taking into consideration the three main domains of interest for the target group (i.e. personal18
,
educational19
, and public20
) (Trim, 2009).
For pedagogical purposes, the first two (personal and educational) are addressed in level A1.1 because
they constitute the learners’ immediate surroundings. On the other hand, the third one (public) is addressed in
level A1.2 as it constitutes the learners’ extended surrounding which come afterwards. Moreover, objectives
and assessment indicators for speaking production and speaking interaction have been set up.
Regarding reading and writing, on the other hand, not only are the specific objectives established for
students to face different text types they may encounter when they read English (Brown, 2007), but the texts
are also progressively more complex to follow basic pedagogical principles in education.
15. Informational texts: texts designed to convery information about something rather than to tell or advance a narrative (http://www.
education.com). They are characterized by the following features: (1) their primary purpose is to convey factual information about
the natural and social world, (2) they typically address whole classes of things in a timeless way and (3) they come in many diffe-
rent formats (e.g. books, magazines, handouts, brochures, CD rooms and the internet) (Duke & Benett-Amistead, 2003).
16. Transactional texts: are texts that serve for communication of ideas and information between individuals with text types that inclu-
de: business letters, friendly emails, interviews, invitations, postcards, weblog entries, etc. (http://www.writinga-z.com)
17. Expository texts: are the ones which inform, describe or explain something and include autobiographies, short descriptions, media
articles, etc. (http://www.writinga-z.com)
18. Personal domain: comprises family relations and individual social practices (Council of Europe, 2003, p.15).
19. Educational domain: is concerned with the learning context where the aim is to acquire specific knowledge or skills (Council of
Europe, 2003, p.15). For example, learners should know the names of various locations, e.g. gym, classroom, office, and objects
in classrooms.
20. Public domain: refers to everything connected with ordinary social interaction—e.g. public services, cultural and leisure activities
of public nature, and relations with the media (Council of Europe, 2003).

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COMMUNICATIVE
COMPETENCE
PROFICIENCY LEVEL
A1.1: By the end of 8th
year EGB,
students will be able to:
A1.2: In addition to what was learned
in 8th
year EGB, by the end of 9th
year
EGB, students will be able to:
Linguistic Component
• Have a very basic repertoire
of words and phrases related
to their personal21
and
educational22
background.
• Have limited control over a few
simple grammatical structures
and sentence patterns in a
learned repertoire, which relates
to their personal and educational
background.
• Have a basic repertoire of words
and phrases related to their
social23
background which is
complementary to the personal
and educational background with
which they are already familiar.
• Have limited control of a few
simple grammatical structures
and sentence patterns in a
learned repertoire, which relates
to their social background.
Sociolinguistic
Component
• Use basic expressions to impart
and elicit factual information as
well as socialize (e.g. greetings,
addressing forms, introducing
oneself and others, and saying
‘good-bye’, etc.).
• Establish basic social contact
by using the simplest everyday
polite forms to make requests,
express gratitude, apologize,
etc. in accordance with the most
important conventions of the
community concerned.
Pragmatic Component
• Link words or groups of words
with very basic linear connectors
like and or or.
• Link words or groups of words
with a wider variety of basic
linear connectors like but , then,
etc.
The communicative competence components are activated through the development of the four language
skills as seen below:
21. Personal background: includes personal identification; house, home, and environment; daily life; free time and entertainment; and
relations with other people (Trim, 2009).
22. Educational background: includes issues related to school and instruction—e.g. curricular subjects, classroom equipment, edu-
cational roles, etc. (Trim, 2009).
23. Social background: includes public entertainment, travel, health and body care, shopping, food and drink, and services (Trim,
2009).

EGB & BGU 13
LANGUAGE SKILLS
PROFICIENCY LEVEL
A1.1: By the end of the 8th
year EGB,
A1.2: In addition to what was learned in
8th
year EGB, by the end of the 9th
year
EGB, students will be able to:
Listening
• In simple spoken texts, understand
expressions, words, and sentences
related to the learner’s personal
and educational background (e.g.
personal information, house, daily
life activities, curricular subjects,
classroom equipment, classroom
commands, etc.).
• Follow speech which is very slow
and carefully articulated, with long
pauses for them to assimilate
meaning within the personal and
educational domains.
• In simple spoken texts, understand
expressions, words, and sentences
related to the learner’s social
background (e.g. shopping,
entertainment, services, etc.), which
is complementary to the personal
and educational background with
which they are already familiar.
• Understand speech which is very
slow and carefully articulated, with
long pauses for them to assimilate
meaning within the public domain.
Reading
• Understand and identify very simple
informational texts (e.g. labels,
messages, postcards, catalogs,
etc.) a single phrase at a time,
picking up familiar names, words,
and basic phrases and rereading as
required.
• Extract the gist and key information
items from very simple informational
texts.
• Understand and identify simple
informational, transactional and
expository texts (e.g. signs, personal
letters, short autobiographies, etc.)
a single phrase at a time, picking
up familiar names, words, and basic
phrases and rereading as required.
items from simple informational,
transactional and expository texts.
Speaking
• Produce slow, hesitant, planned
monologues (i.e. with frequent
pauses to search for expressions,
backtracking24
, errors, etc.)
• Interact in a simple way by asking
and answering simple questions
about the learners’ personal
and educational background.
Communication is highly dependent
on repetition at a slower rate of
speech, rephrasing, and repair25
.
• Produce slow, hesitant, planned
dialogues (i.e. communication still
depends on repetition, rephrasing
and repair, however).
• Interact and participate in brief
informal discussions, in a simple
way by asking and answering
simple questions about the learners’
personal, educational and social
background. Communication is
dependent on repetition at a slower
rate of speech, rephrasing, and
repair.
Writing
• Produce very simple informational
texts that can have little or no detail,
can have little variety in sentence
structure, and may have some
usage error.
• Produce informational, transactional
and expository texts consisting of a
sequence of simple sentences that
have more detail and show more
variety in lexical range and sentence
structure.
24. Backtracking: returning to a previous point or subject, as in a discussion or lecture (www.thefreedictionary.com)
25. Repair: a term for ways in which errors, unintended forms, or misunderstandings are corrected by speakers or others during
conversation (Richards & Schmidt, 2010, p. 495)—e.g. I have a, uhm…what do you call it… pencil case (self-initiated repair).

14
2.2.2 Essential assessment indicators per school year
Assessment indicators for every skill are given below:
LANGUAGE SKILLS
PROFICIENCY LEVEL
A1.1: 8th
year EGB A1.2: 9th
year EGB
Listening
• Identify the relation between the
sound and spelling of English
words within their lexical range.
• Recognize and distinguish the
words, expressions, and sentences
in simple spoken texts related
to the learner’s personal and
educational background.
• Distinguish phonemically distinct
words related to the learners’
personal and educational
background (e.g. name, address,
pencil, etc.).
• Recognize syllable, word, and
sentence stress.
• Understand instructions addressed
to them carefully and slowly.
• Understand speech that is clear,
standard, and delivered slowly and
intentionally.
items from simple informational
texts.
• Identify and preserve the vowel and
consonant contrasts of the English
language in their own speech.
• Recognize and distinguish the words,
expressions, and sentences in simple
spoken texts related to the learner’s
social as well as their personal and
educational background.
• Distinguish phonemically distinct
words related to the learners’
social (e.g. movie, holiday) as well
as their personal and educational
background.
• Recognize basic intonation patterns
(e.g. distinguishing a question from
a statement or exclamation) and
reduced forms (e.g. didja, gonna).
• Follow short, simple directions.
• Understand speech characterized
by frequent pauses, repetitions, and
rephrasing, which give the listener
enough time to absorb the message.
items from simple informational,
transactional, and expository texts.
Reading
• Recognize cognate words and loan
words from their L1.
• Follow single-step written
instructions.
• Understand adapted and authentic
texts which are simple and short.
• Understand and identify short,
simple informational texts (e.g.
labels, messages, postcards,
timetables, etc.) by making use of
clues such as visuals, text shape
and layout, and reading one phrase
at a time.
items from short, simple
informational texts— especially if
there is visual support.
• Use visual aids and knowledge of
familiar words to guess meanings of
unknown terms.
• Follow multiple-step written
directions (e.g. to go from X to Y).
• Understand adapted and authentic
texts which are simple but longer
than those in 8th
EGB.
• Understand and identify simple
informational, transactional, and
expository texts (e.g. personal letters,
short biographies, signs, etc.) by
making use of clues such as visuals,
text shape and layout).
items from simple, longer (than
those in 8th
EGB) informational,
transactional, and expository texts—
especially if there is visual support—
and with the aid of a dictionary.

EGB & BGU 15
Speaking
Production
• Pronounce words, expressions, and
statements in their personal and
educational repertoire intelligibly,
phonetically differentiating
distinct words so as to avoid
misunderstandings.
• Place stress on the correct syllables
of mono- and polysyllabic words
and sentences in their repertoire.
• Use simple phrases and sentences
to describe themselves, what they
do, where they live, what they have,
etc.
• Read aloud a short set of written
instructions which are clear and
simple.
Interaction
• Deliver a very short, rehearsed
monologue (e.g. introduce a
speaker and use basic greeting and
saying ‘good-bye’ expressions).
• Participate in short conversations
on very familiar topics within the
personal and educational domains.
• Ask and answer simple display
questions26
delivered directly to
them in clear, slow non- idiomatic
speech and in areas of immediate
need.
• Ask people for things and give
people things.
• Ask and answer questions about
themselves and other people,
where they live, people they know,
things they have, etc.
• Respond with simple, direct
answers given that the interviewer
is patient and co-operative.
• Speech is clear at times,
though it exhibits problems with
pronunciation, intonation or pacing
and so may require significant
listener effort.
Production
• Pronounce words, expressions, and
statements in their social as well as
personal and educational repertoire
intelligibly, phonetically differentiating
distinct words so as to avoid
misunderstandings.
• Use rising and falling intonation
patterns to signal questions
as opposed to statements and
exclamations.
• Use more detailed, simple phrases
and sentences about people and
places.
• Read aloud a written text which is
clearly written in simple language.
Interaction
• Deliver a short, rehearsed dialogue/
brief speech on a familiar topic (e.g.
ask how people are and react to
news).
• Participate in brief informal
discussions among friends in a
relatively quiet atmosphere and
on very familiar topics within the
personal, educational, and social
domains.
• Ask and answer display and simple
referential questions27
delivered
directly to them in clear, slow non-
idiomatic speech and in areas of
immediate need.
• Handle numbers, quantities, cost and
time.
• Indicate time by using expressions
that indicate present and immediate
present.
• Make brief contributions, given
that interlocutors are patient and
cooperative.
• Speech is generally clear but exhibits
minor difficulties with pronunciation,
intonation, and pacing and may
require some listener effort at times.
26. Display question: “a question which is not a real question (i.e. which does not seek information unknown to the teacher) but which
serves to elicit language practice—e.g. Is this a book? Yes, it’s a book.” (Richards & Schmidt, 2010, p. 178).
27. Referential questions: “a question which asks for information which is not known to the teacher” (Richards & Schmidt, 2010, p.
178)—e.g. What is your town like?

16
Writing
• Spell personal and educational
details (e.g. own name, numbers
and dates, nationality, address,
age, date of birth, school, etc.).
• Take down in writing a dictated or
recorded message within the limits
of their repertoire for the level.
• Write isolated phrases and
sentences for simple informational
texts such as labels, messages,
forms, cards, etc. by using basic
appropriate punctuation marks (i.e.
commas and periods).
• Carry out correspondence (e.g.
e-mail) with a partner, by giving and
eliciting personal and educational
information.
• Copy familiar words and short
phrases (e.g. simple signs,
instructions, names of everyday
objects, shops, and set phrases used
regularly).
• Take simple notes from a dictated or
recorded message within the limits of
their vocabulary for the level.
• Write sequences of simple phrases
and sentences about themselves
and imaginary people, where they
live, and what they do for short
informational, transactional and
expository texts (e.g. flyers, posters,
personal letters, autobiographies,
etc.) by using basic appropriate
punctuation marks.
• Carry out correspondence (e.g.
personal letter) with a partner, by
giving and eliciting information and
advice on personal, educational, and
public issues.
2.3. Student’s Exit Profile Level A2
By the end of 1st year Bachillerato, students will have reached the communicative competence for A2
proficiency level (basic user), and they will be able to:
• understand sentences and frequently used expressions related to areas of most immediate relevance
(e.g. basic personal and family information, shopping, local geography, employment);
• communicate in simple, routine tasks requiring a simple, direct exchange of information on familiar and
routine matters;
• describe in simple terms aspects of their background, immediate environment, and matters in areas of
immediate need;
• understand, identify, and produce longer, more detailed informational, transactional, and expository texts
(e.g. traveling
• forms, formal letters, biographies, etc.) as well as simple procedural28
descriptions and narratives29
(e.g.
‘how to’ instructions and first-person stories); and
• be aware of some features that make their culture and the foreign culture different as well as develop
attitudes to cope with such dissimilarities.
28. Procedural texts: a genre of writing that explains the instructions or directions to complete a task with text types that include reci-
pes and ‘how to’ instructions—i.e. a composition that describes the necessary steps for completing a task in a real-world setting
such as the instructions for using a vending machine (http://www.writinga-z.com). They also include documents as diverse as
teaching texts, medical notices, social behavior recommendations, directions for use, do it yourself and assembly notices, itinerary
guides, advice texts, savoir-faire guides, etc. (Schedae, 2006, p.13).
29. Narrative texts: a genre of writing that entertains or tells a story with text types that include personal narratives (http://www.
writinga-z.com).

EGB & BGU 17
2.3.1. Specific objectives per school year (10th year EGB & 1st year
Bachillerato)
To show articulation and progression, the specific objectives for listening and speaking have been
formulated by taking into consideration the four main domains of interest for the target group: personal,
educational, public, and vocational30
(Trim, 2009). The first two (personal and educational) are addressed
in level A2.1 because they constitute the learners’ immediate surroundings. The third and fourth (public
and vocational), however, are addressed in level A2.2 because they constitute the learners’ extended
surroundings—which come afterwards. Moreover, objectives and assessment indicators for spoken
production and spoken interaction have been set up.
Regarding reading and writing, the specific objectives have been established for students to face
different text types they may encounter when they read English (Brown, 2007). Furthermore, learners will
already be familiar with some samples of three specific text types: informational, transactional, and expository.
Nonetheless, not only will more complex samples be presented within these genres, but students will also
be exposed to two new text types: procedural and narrative.
COMMUNICATIVE
COMPETENCE
PROFICIENCY LEVEL
A2.1: By the end of 10th
year EGB,
A2.2: In addition to what was learned
in 10th
year EGB, by the end of 1st
year
Bachillerato, students will be able to:
• Have a limited repertoire of short
memorized phrases covering
predictable survival situations
at the personal and educational
level; frequent breakdowns and
misunderstandings occur in non-
routine situations.
• Produce brief, everyday
expressions in order to satisfy
simple needs of concrete types:
personal and educational details,
daily routines, wants and needs,
and requests for information at
home or school.
• Have a repertoire of basic language
which enables them to deal with
everyday situations with predictable
content in the public and vocational
domain—complementary to the
personal and educational background
with which they are already familiar—
though they will generally have to
compromise the message and search
for words.
• Use simple basic sentence patterns
and communicate with formulaic
phrases and groups of few words
about themselves and other people,
what they do, places, possessions,
etc., in the public and vocational
areas—complementary to the
personal and educational background
with which they are already familiar.
Sociolinguistic Component
• Perform and respond to simple
language functions, such as
exchanging information and
requests.
• Socialize in basic yet effective terms
by expressing opinions and attitudes
in a simple way.
Pragmatic Component
• Adapt and build well-rehearsed
simple, memorized phrases to
particular circumstances through
limited lexical substitution.
• Expand learned and built phrases
through simple recombinations of
their elements.
30. Vocational domain: also called “occupational domain”, it embraces everything concerned with people’s activities and relations in
the exercise of their occupations (Council of Europe, 2003, p. 15).

18
The communicative competence components are activated through the development of the four
language skills as seen below:
LANGUAGE SKILLS
PROFICIENCY LEVEL
A2.1: By the end of the 10th
year EGB,
A2.2: Besides what was learned in the 10th
year EGB,
by the end of the 1st
year Bachillerato, students will
be able to:
Listening
• Perceive, memorize, and note down
words and expressions not previously
encountered in the personal,
educational, and public domains as well
as note their situational context and
functional value.
• Make use of clues such as stress and
intonation to identify and understand
relevant information in orally produced
texts within the personal and
educational domains.
• Perceive, memorize, and note down words
and expressions encountered in the public
and vocational domains—complementary to
the personal and educational background with
which they are already familiar—as well as note
their situational context and functional value.
• Make use of clues such as structurally relevant
pauses, tone of voice, stress, and intonation
to identify and understand relevant information
in orally produced texts within the public and
vocational domains—complementary to the
personal and educational background they are
already familiar with.
Reading
• Understand and identify longer, more
complex transactional and expository
texts (e.g. formal letters, biographies,
etc.) than those presented in 9th
year EGB. The texts should contain
the highest frequency vocabulary
and include a proportion of shared
international vocabulary items (e.g.
hamburger, restaurant, hospital, etc.).
• Understand and identify longer, more complex
transactional, expository and informational texts
than those presented in 9th
year EGB texts as
well as simple procedural and narrative texts
(e.g. traveling forms, recipes, short personal
stories etc.). The texts should all contain the
highest frequency vocabulary, including a
proportion of shared international vocabulary
items (e.g. television, sandwich, football, etc.).
Speaking
• Use a series of phrases and sentences
linked onto a list to communicate in
simple and routine tasks within the
personal and educational domains.
• Handle very short social exchanges
within the personal and educational
domains even though they can usually
understand enough to keep the
conversation going themselves.
• Use a series of phrases and sentences linked
onto a list to communicate in simple and
routine tasks within the public and vocational
domains—complementary to the personal and
educational background with which they are
already familiar.
• Handle very short social exchanges within the
public and vocational domains even though
they can usually understand enough to keep the
conversation going themselves.
Writing
• Produce longer, more detailed, complex
transactional and expository texts (e.g.
formal emails, imaginary biographies,
etc.) than those presented in the 9th
year EGB with more variety in sentence
structure and lexical range.
• Produce longer, more detailed, complex
transactional, expository and informational
texts than those presented in previous years
and with more variety in sentence structure and
lexical range.
• Produce simple procedural and narrative
texts with some detail and variety in sentence
structure yet may contain some usage error.

EGB & BGU 19
LANGUAGE
SKILLS
PROFICIENCY LEVEL
A2.1: 10th
year EGB A2.2: 1st
year Bachillerato
Listening
• Identify words and expressions used
in a slower, yet natural colloquial style,
by native speakers and non-native
speakers within the personal and
educational domain.
• Understand phrases and expressions
related to areas of most immediate
priority within the personal and
educational domains (e.g. daily life, free
time, school, etc.), provided speech is
clearly and slowly articulated.
• Within the personal and educational
domain, deduce the meanings of
unfamiliar phrases and words from a
context containing familiar elements.
• In their own speech, recognize some
of the principal meaningful contrasts in
utterances carried by stress placement
and intonation.
• Catch the main idea in short, clear,
more complex texts within the personal
and educational domain (e.g. weather
forecast, school timetables, etc.).
• Understand and identify the main
discussion topic within the personal and
educational domain provided that they
are conducted slowly and clearly.
• Identify the main idea of recorded news
and interviews reporting on seasonal
festivals, environmental issues, food and
international customs, climate, weather,
etc.
• Identify the main points of television
news reporting seasonal festivals,
environmental issues, climate, weather,
etc., where the visuals support the
commentary—provided technological
resources are available.
• Identify words and expressions used in
a slower, yet natural colloquial style, by
native speaker and non-native speakers
within the public and vocational domain—
complementary to the personal and
educational background with which they
are already familiar.
• Understand phrases and expressions
related to areas of most immediate priority
within the personal, educational, public
and vocational domains (e.g. shopping,
travel, services, workplaces, etc.), provided
speech is clearly and slowly articulated.
• Within the personal, educational, public
and vocational domain, deduce the
meanings of unfamiliar phrases and words
from a context containing familiar elements.
• In their own speech and in the speech of
others, understand the principal meaningful
contrasts in utterances carried by stress
placement and intonation.
• Catch the main idea in short, clear, simple
announcements given publicly within
the personal, educational, public and
vocational domain (i.e. traffic and tourist
information, publicity texts, rout ine
commands, etc.).
• Understand and identify the main
discussion topic within the personal,
educational, public and vocational domain
provided that they are conducted slowly
and clearly.
• Identify the main idea and sequence of
events of recorded news reporting public
entertainment, events, accidents, etc.
• Identify the main point of television news
reporting public entertainment, events,
accidents, etc., where the visuals support
the commentary—provided technological
resources are available.

20
Reading
• Deduce the meaning of complex
words composed of elements
(bases and affixes) which are familiar
to the learners in transactional and
expository texts.
• Correctly interpret the meanings
of international words (e.g. DVD,
phone, hotel, taxi, etc.) familiar from
the learner’s native language and
whose equivalent meaning is fully
transparent in the text types used
for this level.
• Find specific predictable information
in longer transactional and
expository material (e.g. formal
letters, biographies, etc.) than those
presented in the 9th
year EGB.
• Make use of clues such as titles,
illustrations, paragraphing, etc., to
identify and understand relevant
information in written texts types
that correspond to the level.
• Understand short descriptions and
media articles when expressed in
simple language.
• Deduce the meaning of complex
words composed of elements (bases
and affixes) which are familiar to the
learners in transactional, expository,
informational, procedural, and narrative
texts.
• Correctly interpret the meanings of
international words (e.g. TV, sandwich,
football, etc.) familiar from the learner’s
native language and whose equivalent
meaning is fully transparent in the text
types used for this level.
• Find specific predictable information
in longer transactional, expository and
informational material (e.g. traveling
forms, brochures, etc.) than those
presented in previous years as well as
in short procedural and narrative texts
(e.g. recipes and adventure stories).
• Make use of clues such as titles,
illustrations, paragraphing, etc. to
identify and understand relevant
information in written texts types that
correspond to the level.
• Understand simple instructions from
recipes or equipment encountered in
everyday life (e.g. public telephone) as
well as more complex media articles.

EGB & BGU 21
Speaking
Production
• Use new words and expressions which occur in
conversations in the personal and educational
domains, and make use of such terms and
expressions whenever appropriate/necessary.
• Use simple descriptive language to compare
and make brief statements about objects and
possessions.
• Give short, basic descriptions of everyday events
and activities within the personal and educational
domains (e.g. their family, living conditions, and
educational background).
• Describe plans and arrangements, habits and
routines, past activities, and experiences within
the personal and educational domains.
• Give a short, rehearsed presentation on a
topic pertinent to their everyday life within the
corresponding domains.
• Understand clear, standard speech on familiar
matters within the personal and educational
domains, provided they can ask for repetition or
reformulation from time to time.
Interaction
• Deal with practical everyday demands within the
personal and educational domains without undue
effort:
- Meeting people (and if strangers, making their
acquaintance).
- Asking and answering questions about habits,
routines, hobbies and past activities, and
experiences at home or at school.
- Exchanging information, feelings, wishes,
and concerning matters of common interest,
particularly those relating to personal life, living
conditions, leisure, educational activities and
interests, etc.).
- Proposing plans/arranging a course of action and
briefly giving reasons and explanations (e.g. what
to do, where to go, when to meet, etc.).
- Extending invitations and reacting to being invited.
• Interact with reasonable ease in structured
situations (e.g. an interview) and short
conversations within the corresponding domains,
provided they are addressed clearly, slowly, and
directly.
• Answer straightforward follow-up questions within
the personal and educational domains provided
they can ask for clarification occasionally and are
given some help to express what they want.
• When addressed directly in a formal meeting, say
what they think about issues within the personal
and educational domains, provided they can ask
for repetition of key points if necessary.
• Follow changes of topic in formal discussion,
within the corresponding domains.
• Speech is clear enough to be understood despite
a noticeable foreign accent, but conversational
partners will need to ask for repetition from time
to time.
Production
• Repeat new words and expressions which occur in
conversations in the personal, educational, public and
vocational domains, and make use of such terms and
expressions whenever appropriate/necessary.
• Explain their likes and dislikes in general.
• Give short, basic descriptions and sequencing of
everyday events and activities within the personal,
educational, public and vocational domains (e.g. their
environment, present or most recent job, etc.).
• Describe plans and arrangements, habits and
routines, past activities, and experiences within
the personal, educational, public, and vocational
domains.
• Within the corresponding domains, deliver very short,
rehearsed announcements of predictable, learned
content which are intelligible to listeners who are
prepared to concentrate.
• Understand clear, standard speech on familiar
matters within the personal, educational, public,
and vocational domains, provided they can ask for
repetition or reformulation from time to time.
Interaction
• Deal with common aspects of everyday living within
the personal, educational, public and vocational
domains without undue effort:
- Exchanging views and expressing attitudes
concerning matters of common interest (e.g. social
life, environment, occupational activities and interests,
everyday goods and services) as well as briefly giving
reasons and explanations for opinions.
- Travel, lodgings, and transport (e.g. getting all the
information needed from a tourist office).
- Eating (e.g. ordering a meal).
- Shopping (e.g. making simple purchases by stating
what is wanted and asking the price).
- Transactions in shops, post offices, or banks.
- Proposing plans /arranging a course of action and
briefly giving reasons and explanations.
- Extending invitations and reacting to being invited.
• Interact with reasonable ease in structured situations
(e.g. an interview) and short conversations within the
corresponding domains, provided they are addressed
clearly, slowly, and directly.
• Answer straightforward follow-up questions within the
personal, educational, public and vocational domains
provided they can ask for clarification occasionally
and are given some help to express what they want.
• When addressed directly in a formal meeting, say
what they think about issues within the personal,
educational, public and vocational domains, provided
they can ask for repetition of key points if necessary.
• Follow changes of topic in formal discussion, within
the corresponding domains.
• Speech is readily intelligible both to native speakers
and to non-native speakers who approximate to
standard norms.

22
Writing
• Write short words that are in their vocabulary
with reasonable phonetic accuracy (but not
necessarily full standard spelling).
• Write longer descriptions about their family,
living conditions, and educational background.
• Write a series of follow-up questions for an
interview with the aid of a dictionary.
• Write short definitions for people, things,
places, etc. by indicating their features or use.
• Write short descriptions of events, past
activities and personal experiences.
• Write short, simple formal letters and imaginary
biographies.
• Write short sentences on everyday subjects (e.g.
directions: how to get somewhere).
• Write about everyday aspects of their environment,
e.g. people, places, a job, or study experience in
linked sentences.
• Write a series of simple phrases and sentences for
product packaging, safety notices, brochures, etc.
• Complete travelling forms.
• Write short ‘how to’ instructions and recipes.
• Write short narratives such as adventure or
realistic fiction31
.
2.4. Student’s Exit Profile Level B1
By the end of the 3rd year Bachillerato, students will have reached the communicative competence for
B1proficiency level (Independent User), and they will be able to:
• understand the main points of clear, standard matters regularly encountered in work, school, leisure, etc.;
• deal with most situations likely to arise while travelling in an area where the language is spoken;
• produce simple, connected text on topics which are familiar or of personal interest;
• describe experiences and events, dreams, hopes, and ambitions;
• briefly give reasons and explanations for opinions and plans;
• understand, identify, and produce longer, more detailed transactional and expository texts, procedural
descriptions, and narratives (e.g. business letters, media article, experiments, personal narratives, etc.)
as well as short simple persuasive32
texts (e.g. movie review); and
• be aware of and look out for signs of the most significant differences between the customs, usages,
attitudes, values, and beliefs prevalent both in the community concerned as well as in that of their own.
2.4.1 Specific objectives per school year (2nd & 3rd Bachillerato)
To show articulation and progression, the specific objectives for listening and speaking have been formulated
by taking into consideration four main domains of interest for the target group (i.e. personal, educational, public, and
vocational33
) (Trim, 2009); also, objectives and assessment indicators for spoken production and spoken interaction
have been set up.
31. Realistic fiction: stories based on characters, settings, problems, events, and solutions that could happen in real life
(http://www.writinga-z.com).
32. Persuasive texts: a genre of writing that attempts to convince readers to embrace a particular point of view
(http://www.writinga-z.com).
33. Vocational domain: also called “occupational domain”, it embraces everything concerned with people’s activities and relations in
the exercise of their occupations (Council of Europe, 2003, p. 15).

EGB & BGU 23
Even though the domains aforementioned overlap in real life— and students have already been able to
use the language in all four in previous years— the first two (i.e. personal and educational) will continue to
be addressed in level B1.1 and the third and fourth (i.e. public and vocational) in level B1.2.
The reason to keep this division is because not only has the level of complexity of the language used
in these levels been considered but the relevance and future utility within the domains have also been
taken into account. Undoubtedly, the public and occupational domains need to be emphasized during the
last year of high-school as students become more ready to face other kinds of environments—albeit the
educational or job field. This, however, does not mean they will be able to avoid giving personal details or
being involved in the educational field.
Regarding reading and writing, the specific objectives have been established for students to face
different text types they may encounter when they read English (Brown, 2007). Also, because learners should
already be familiar with some samples of four specific text types (transactional, expository, procedural, and
narrative), not only will more complex samples be presented within those genres, but students will also be
exposed to a new text type: persuasive.
COMMUNICATIVE
COMPETENCE
PROFICIENCY LEVEL
B1.1: By the end of the 2nd
year
B1.2: In addition to what was
learned in 2nd
year Bachillerato,
by the end of the 3rd
year
Bachillerato, students will be
able to:
• Have enough language to get
by with sufficient vocabulary to
express themselves with some
hesitation and circumlocutions34
on topics such as family, hobbies
and interests, work, travel and
current events.
• Handle more unfamiliar topics and
situations with lexical limitations
that cause repetition and even
difficulties at times (especially)
when formulating more complex
thoughts.
• Communicate with reasonable
accuracy in familiar contexts and
generally have good control of
routines and patterns although
there may be evident L1 influence.
• Have a repertoire of
language which enables
them to explain the
main points in an idea or
problem with reasonable
precision.
• Have a sufficient range
of language to describe
unpredictable situations
and express thoughts on
abstract or cultural topics
such as films, books, and
music.
• Use a repertoire of
frequently used routines
and patterns associated
with more predictable
situations and some
unpredictable situations
quite accurately; though
errors may occur, they
do not interfere with the
conveyance of meaning.
34. Circumlocutions: an indirect way of expressing something (http://www.thefreedictionary.com/circumlocution).

24
Sociolinguistic
Component
• Be aware of salient politeness
conventions35
of the foreign culture
(i.e. the culture any major country
where the target language is the L1)
and act appropriately.
• Perform and respond to
a wide range of language
functions, using their most
common exponents36
in a
neutral register.
Pragmatic Component
• Exploit a wide range of simple
language flexibly to express much
of what they want.
• Adapt their expression to
deal with less routine, even
difficult situations.
The communicative competence components are activated through the development of the four language
skills as seen below:
LANGUAGE SKILLS
PROFICIENCY LEVEL
B1.1: By the end of the 2nd
year
B1.2: In addition to what was learned in 2nd
year Bachillerato, by the end of the 3rd
year
Listening
• Understand the main points of clear
standard speech on familiar matters
regularly encountered in the personal
and educational domains (e.g. leisure,
school, etc.).
• Identify both general messages and
specific details within the personal
and educational domains, provided
speech is clearly articulated in a
generally familiar accent.
• Understand the main points of clear
standard speech on familiar matters
regularly encountered in the public and
vocational domains (e.g. services, work,
etc.).
• Identify both general messages and
specific details within the public and
vocational domains, provided speech is
clearly articulated.
Reading
complex expository, procedural
and narrative texts than those in 1st
year Bachillerato (e.g. informational
reports, experiments, fairy tales,
mystery, etc.) with a satisfactory level
of comprehension.
• Use appropriate interpretation
strategies to deal with the
corresponding text types (i.e.
expository, procedural and narrative)
complex transactional texts (e.g. job
application letters and forms) than those
in previous years as well as simple
persuasive texts (e.g. persuasive
essays37
, movie reviews, etc.) with a
satisfactory level of comprehension.
• Use appropriate interpretation strategies
to deal with the corresponding text types
(i.e. transactional and persuasive).
35. Salient politeness conventions: particularly those affecting everyday life, living conditions, interpersonal relations, and major
values and attitudes (Van Ek & Trim, 1998). For examples, please refer to the corresponding Curriculum Specifications document.
36. Exponents: the language items needed for performing functions (i.e. speech acts) such as identifying, describing, inviting,
offering, etc. (Richards & Schmidt, 2010, p. 235).
37. Persuasive essays: “In persuasive or argumentative writing, we try to convince others to agree with our facts, share our values,
accept our argument or conclusions and adopt our way of thinking” (http://www.studygs.net/wrtstr4.htm).

EGB & BGU 25
Speaking
• Sustain a straightforward description
of a (or a variety of) subject matters
domains rather fluently, presenting it
as a linear sequence of points.
• Communicate with some confidence
on familiar routine and non-routine
matters related to their interests and
educational field.
• Enter unprepared into conversations
on topics that are familiar, of interest,
or pertinent to everyday life within the
personal and educational domain (e.g.
family, hobbies, travel, etc.).
• Sustain a straightforward description of
a subject or a variety of matters within
the public and vocational domains rather
fluently, presenting it as a linear sequence
of points.
• Exchange, check, and confirm information
to deal with less routine situations and
explain why a problem has occurred and
give possible solutions.
• Enter unprepared into conversations on
topics that are familiar, of interest, or
pertinent to everyday life within the public
and vocational domain (e.g. work, current
events, etc.).
Writing
• Produce longer, more detailed and
complex expository, procedural
and narrative texts than those in
1st
year Bachillerato (e.g. essays,
experiments, fantasy, science fiction,
etc.) by linking a series of shorter
discrete elements into a linear
sequence.
• Convey information and ideas
on abstract as well as concrete
topics through the text types
that correspond to the level with
reasonable precision.
• Produce longer, more detailed and
complex transactional texts than those
in 1st
year Bachillerato (e.g. speeches,
curriculum vitae, etc.) as well as short
simple persuasive texts (e.g. essays,
advertisements, cartoons, etc) by linking
a series of shorter discrete elements into
a linear sequence.
• Check information and ask about or
explain problems through the text
types that correspond to the level with
reasonable precision.

26
PROFICIENCY LEVEL
B1.1: 2nd
year Bachillerato B1.2: 3rd
year Bachillerato
LANGUAGE SKILLS
Listening
• Understand procedures for carrying out
simple experiments.
• Follow in outline straightforward short
talks on familiar topics within the personal
and educational domains provided
these are delivered in clearly articulated,
standard speech.
domains, follow the main points of
extended discussion among native
speakers talking around them, provided
speech is clearly articulated in standard
dialect.
• Provided that resources are available,
understand the main point of simple
recorded material (e.g. radio news
bulletins) or TV programs on current
affairs or topics of personal or educational
interest when the delivery is relatively
slow and clear.
• Understand detailed directions for
traveling or building up a CV.
• Follow a short lecture or talk within the
public and vocational domain, provided
the subject matter is familiar, and the
presentation is straightforward and clearly
structured.
• Within the public and vocational domains,
follow the main points of extended
discussion among native speakers talking
around them, provided speech is clearly
articulated in standard dialect.
• Provided that resources are available,
understand the main point of simple
recorded material (e.g. radio news
bulletins) or TV programs on current
affairs or topics of public or professional
interest when the delivery is relatively
slow and clear.
Reading
• Scan longer expository, procedural, and
narrative texts than those in 1st
year
Bachillerato in order to locate desired
information.
• Skim to understand the gist of expository,
procedural, and narrative texts.
• Recognize significant points in straight-
forward media articles on familiar
subjects.
• Identify the main conclusions/moral in
descriptions, reports, and stories.
• Understand clearly written,
straightforward descriptions of
procedures, events, feelings and wishes
in the corresponding text types.
• Identify relevant information38
.
• Make use of clues such as titles and
illustrations.
• Scan longer expository, procedural,
narrative, transactional, and persuasive
texts than those studied in previous
years to locate desired information from
different parts of the texts.
• Skim to understand the gist of
transactional and persuasive texts.
• Recognize the line of argument in the
treatment of the issue presented, though
not necessarily in detail.
• Identify the main conclusions in clearly
signaled argumentative texts.
• Understand clearly written,
straightforward descriptions of viewpoints
and job-related language.
• Distinguish fact from comment.
• Make use of clues such as typographical
devices (e.g. bolding, italicizing,
underlining, paragraphing).
38. This may involve determining the audience for whom the text was produced and the attitudes and communicative intentions of
the author, etc. (Council of Europe, 2003).

EGB & BGU 27
Production
• Give detailed accounts of
experiences by describing feelings
and reactions within the public and
vocational domains.
• Relate details of unpredictable
occurrences (e.g. an accident)
within the public and occupational
domains.
• Relate the plot of a book or film and
describe their reactions.
• Briefly give reasons and
explanations for opinions, plans, and
actions within the corresponding
domains.
• Connect phrases in a simple way
in order to describe experiences
and events, their dreams, hopes,
and ambitions within the vocational
domain.
• Within the public and vocational
domains, deliver short rehearsed
announcements clearly intelligible
despite some foreign stress and
intonation on a topic pertinent to
everyday occurrences.
domains, give a prepared
straightforward presentation—clear
enough to be followed without
much difficulty and whose main
points are explained with reasonable
precision—on a familiar topic.
domains, take follow-up questions,
but may have to ask for repetition if
the speech too fast.
• Speech is clearly intelligible even if a
foreign accent is sometimes evident
and occasional mispronunciations
occur.
Interaction
• Follow a native speaker’s clearly
articulated speech directed at them
in everyday conversation within
the public and vocational domains
though will sometimes have to ask
for repetition of particular words and
phrases.
• Follow the main points in an informal
discussion with acquaintances
and colleagues (real or imaginary)
provided speech is clearly
• Give or seek acquaintances/
colleagues’ personal views and
opinions in discussing topics of
interest within the corresponding
domains.
Production
• Give detailed accounts of
experiences by describing feelings
and reactions within the personal
and educational domains.
• Relate details of unpredictable
occurrences (e.g. a real or imaginary
event) within the corresponding
domains.
• Reasonably fluently relate a
straightforward narrative or
description as a linear sequence of
points.
• Briefly give reasons and
explanations for opinions, plans, and
actions within the corresponding
domains.
• Connect phrases in a simple way in
order to describe experiences and
events, their dreams, hopes, and
ambitions within the corresponding
domains.
domains, deliver short rehearsed
announcements clearly intelligible
despite some foreign stress and
intonation on a topic pertinent to
everyday occurrences.
domains, give a prepared
straightforward presentation—clear
enough to be followed without
much difficulty and whose main
points are explained with reasonable
precision—on a familiar topic.
domains, take follow-up questions,
but may have to ask for repetition if
speech was too fast.
• Speech is clear enough but a foreign
accent is usually evident; there
are frequent mispronunciations,
however.
Interaction
• Follow a native speaker’s clearly
articulated speech directed at them
in everyday conversation within the
personal and educational domains
though will sometimes have to ask
for repetition of particular words and
phrases.
• Follow the main points in an
informal discussion with friends/
peers provided speech is clearly
• Give or seek friends/peers’ personal
views and opinions in discussing
topics of interest within the
corresponding domains.
Speaking

28
• Follow much of what friends/peers
say around them on general topics
within the corresponding domains,
provided interlocutors avoid much
idiomatic usage and articulate
clearly.
• Use repair procedures39
and use
the language produced by the
interlocutor as a reference for an
answer.
• Make brief comments on friends/
peers’ views.
• Ask for repetition or clarification if
their friends’/peers’ talk is rapid or
extended.
domains, make their opinions and
reactions understood as regard
solutions to problems or practical
questions of where to go, what to
do, and how to organize an event
(e.g. an outing).
• Compare and contrast alternatives
domains.
• Invite others to give their views on
how to proceed in personal and
educational issues.
• Intervene in a discussion on a
familiar topic within the personal
and educational domains by using a
suitable phrase to get the floor.
• Maintain and close face-to-face
conversations on topics that are
familiar or of personal interest
domains (e.g. family, hobbies, school
events, etc.), but may sometimes
be difficult to follow when trying to
convey exact meaning.
• Express the main point they wish to
make comprehensibly.
• Express and respond to feelings
such as surprise, happiness,
sadness, interest, and indifference
domains.
• Express beliefs, opinion, and
agreement/ disagreement politely
domains.
• Follow much of what
acquaintances/ colleagues say
around them on general topics
within the corresponding domains,
provided interlocutors avoid much
idiomatic usage and articulate
clearly.
• Repeat back part of what someone
has said to confirm mutual
understanding.
• Make brief comments on
acquaintances/ colleagues’ views.
• Ask for repetition or clarification if
their acquaintances’/colleagues’
talk is rapid or extended.
domains, make their opinions and
reactions understood as regard
solutions to problems or practical
questions of where to go, what to
do, and how to organize an event
(e.g. a meeting).
• Compare and contrast alternatives
within the public and vocational
domains.
• Invite others to give their views
on how to proceed in public and
occupational issues.
• Intervene in a discussion on a
familiar topic within the public and
vocational domains by using a
suitable phrase to get the floor.
• Maintain and close face-to-face
conversations on topics that are
familiar or of personal interest
within the domains the public and
vocational domains (e.g. travel,
work, current public events, etc.),
but may sometimes be difficult to
follow when trying to convey exact
meaning.
• Explain the main points in an
idea or problem with reasonable
precision.
• Express and respond to feelings
such as surprise, happiness,
sadness, interest, and indifference
domains.
• Express beliefs, opinion, and
agreement/ disagreement politely
domains.
39. Repair: In conversation analysis, the process by which a speaker recognizes a speech error and repeats what has been said with
some sort of correction (www.grammar.about. com). Example: Interlocutor – ‘It is very cold today, isn’t it? Learner- Yes it is. Very
cold’. (van Ek & Trim, 2006)
Speaking

EGB & BGU 29
40. Dead ends: a situation in which no progress can be made or no advancement is possible; for example, “reached an impasse on
the negotiations” (http://www.thefreedictionary.com)
• Make a point of view clearly, but
has difficulty engaging in debate
domains.
• Explain briefly why something is a
problem.
• Produce speech comprehensibly
even though pausing for
grammatical and lexical planning
and repair is very evident,
especially in longer stretches of free
production, resulting in pauses and
even dead ends40
.
• Cope with less routine situations in
shops, post offices, or banks (e.g.
returning an unsatisfactory purchase
or making a complaint).
• Find out and pass on straightforward
factual information.
• Describe how to do something
giving detailed instructions within the
corresponding areas.
• Obtain more detailed information
domains.
• Exchange, check, and confirm
accumulated factual information on
familiar routine matters within the
corresponding domains with some
confidence.
• Summarize and give their opinion
about a short story, article, talk,
discussion, and answer further
questions of detail.
• Provide concrete information
required in an interview/consultation
(e.g. describing symptoms to a
doctor) with limited precision.
• Take some initiatives in an interview/
consultation (e.g. bringing up a new
topic) but very dependent on the
interviewer during the interaction.
• Make a point of view clearly, but
may have some difficulty engaging
in debate within the public and
vocational domains.
• Express thoughts on cultural topics
such as films, books, music, etc.
• Produce speech effectively and with
relative ease unassisted despite
some problems with formulation
resulting in some hesitation.
• Deal with most transactions likely
to arise while traveling, arranging
travel/ accommodation, or dealing
with authorities during a foreign visit.
• Ask for and follow detailed
directions.
• Describe how to do something
giving detailed instructions within the
corresponding areas.
• Obtain more detailed information
domains.
• Exchange, check, and confirm
accumulated factual information
on familiar routine and non-routine
matters within the corresponding
domains with some confidence.
• Summarize and give their
opinion about a short interview,
documentary, book, film, discussion,
etc., and answer further questions
of detail.
• Use a prepared questionnaire to
carry out a structured interview,
with some spontaneous follow-up
questions.
• Carry out a prepared interview
checking and confirming information
though may occasionally have to ask
for repetition if the other person’s
response is rapid or extended.
Speaking

30
Production
• Write accounts of events,
experiences, (i.e. a real or imagined
recent trip) describing feelings and
reactions in simple, connected text.
• Write very brief reports to standard
conventionalized format, which pass
on routine, factual information and
state reasons for actions.
• Write a description or narrate a story
as a linear sequence of points.
• Summarize, report, and give their
opinion about accumulated factual
information on familiar routine
matters within their fields (Social
studies, Science, etc.) with some
confidence.
• Write short, simple expository
essays on topics of interest.
• Use a limited number of cohesive
devices to link their utterances into
clear, coherent discourse though
there may be some “jumpiness41
” in
a long contribution.
• Spelling, punctuation, and layout
are accurate enough to be followed
most of the time.
Interaction
• Write notes conveying simple
information of immediate relevance
to friends, service people,
teachers, and others who feature
in their everyday life, getting across
comprehensively the points they feel
are important.
Production
• Develop an argument well enough
to be followed without difficulty
most of the time.
• Write short, simple advertisements.
• Write a short review of a film, book,
or play.
• Summarize, report, and give their
opinion about accumulated factual
information on familiar routine and
non-routine matters within their
fields (Social studies, Science, etc.)
with some confidence.
• Write short, simple, persuasive
essays on topics of interest.
• Use a larger number of cohesive
devices to link their utterances into
clear, coherent discourse, though
there may be some “jumpiness” in
a long contribution.
• Produce continuous writing which
is generally intelligible throughout.
Interaction
• Take messages communicating
enquiries and explaining problems
when travelling or at work.
41. Jumpiness: hesitation and nervousness (www.thefreedictionary.com)
Writing

EGB & BGU 31
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32
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EGB & BGU 33
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